臺灣博碩士論文加值系統

在技職體系學校裡，原文教科書普遍被用於專業科目之教學。民國九十三年，教育部更將推行原文教科書於專業科目教學納入教學國際化之政策的重點項目之一。然而，在學生的英文程度參差不齊的情況下，授課教師的教學可能與學生的學習成效間產生落差。因此，本文旨在藉由問卷方式了解教師的觀點及學生的反應來探究技職院校使用原文教科書教授專業科目的可行性。主要的問卷研究結果顯示 : 第一，技職院校學生的英文能力(尤其是單字量)及背景知識還不足以應用於原文教科書學習。第二、技職院校教師相信也偏好使用原文教科書，但也同時認為學生的專業科目學習成效及學習興趣並未因此有所提升。第三、技職院校學生對使用原文教科書抱持正面態度，不過，由於對教師上課方式及專業科目學習成效產生挫折感，因此，學習動機和學習興趣趨向低落。第四、雖然教育部訂定的政策仍未獲得老師及學生的支持但技職院校的老師大多能接受使用原文教科書上課。本研究結果建議學校應針對各專業科目不同需求以分科方式在大一及大二設立專業英語課程，而專業科目老師再於大三及大四時開始使用原文教科書做教學。 另外，小型教學研究應在政策推行前於各大技職院校實施以便利於所有技職體系學校之推動。

English original content area (EOCA) textbooks are commonly used in technological and vocational education universities and colleges (TVUC) to instruct specialist subjects. In 2004, the Ministry of Education initiated an internationalization policy to enhance students’ English proficiency, and promoted the application of EOCA textbooks in specialist subject learning. However, due to the diverse levels of students’ English proficiency, there might be gaps between learning effect and instruction. Thus, the aim of the current study was to examine the feasibility and the use of EOCA textbooks in TVUC by distributing questionnaires, which were designed to assess teachers’ perceptions and freshmen’s reflections towards the use of EOCA textbooks. Descriptive statistics presented the following four major findings. First, TVUC students did not have sufficient English proficiency, vocabulary size, and background knowledge towards the use of EOCA textbooks. Second, TVUC teachers preferred to use EOCA textbooks; however, they also understood that it did not enhance students’ specialist subject learning effects and learning interests. Third, students had positive attitudes towards the use of EOCA textbooks, but their learning motivation and interests were low because of their dissatisfaction with teachers’ teaching methods in using EOCA textbooks and the frustration of unsatisfactory performance in the specialist subject learning. Fourth, although teachers and students did not agree with the educational policy, EOCA textbooks have already been adopted in TVUC. Thus, the study recommended TVUC have a series of ESP courses for the freshmen and sophomores. After they studied ESP in the first two year programs, specialist subject teachers use EOCA textbooks in class instructions during the last two years. Moreover, in order to determine a feasible and effective implementation model for all TVUC to adopt, the policy should be conducted first in various TVUC with different levels.

Abstract (Chinese) .i
Abstract .ii
Acknowledgments .iv
Table of Contents v
Figures .viii
Tables .viii
CHAPTER 1 1
Introduction 1
Background of the Study 2
Problem Statement of the Study 7
Purpose of the Study 8
Research Questions 9
Definition of Terms .10
Significance of the Study .12
Limitation of the Study 14
CHAPTER 2 16
Literature Review 16
The Development of EOCA Textbooks in TVUC Education 17
The Educational Policy towards the Use of EOCA Textbooks
in TVUC Education in Taiwan 20
The Essential Elements towards the Use of EOCA Textbooks 25
Vocabulary Size in EOCA Textbooks 26
Background Knowledge in EOCA Textbooks 30
The Influence of the Use of EOCA Textbooks in Specialist
Subject Courses…..……………. 32
The Influence of EOCA Textbooks towards Teaching Beliefs…………….35
The Influence of EOCA Textbooks towards Learning Motivation and
Attitudes……………...…………………………………………………….39
Summary 42
CHAPTER 3 44
Methodology 44
Pilot Study 45
Instrument 46
Participants 49
Procedure 51
Data Analysis 55
CHAPTER 4 57
Results 57
Demographic Data 57
Questionnaire Analysis 58
TVUC Students’ English Proficiency and Background Knowledge
for Conducting EOCA Textbooks Study. 58
TVUC students’ English proficiency 59
TVUC teachers’ background knowledge 60
Findings of Teachers’ Perceptions towards EOCA Textbooks 62
TVUC teachers’ general perceptions 62
Differences among the northern, central and southern TVUC teachers 70
Differences between the public and private TVUC teachers 71
TVUC teachers’ beliefs towards EOCA textbooks 72
The advantages and disadvantages 75
Findings of TVUC Teachers’ Main Purposes in Selecting
EOCA Textbooks 76
Findings of Students’ Opinions towards EOCA Textbooks 79
TVUC students’ general opinions 79
Differences among the northern, central and southern TVUC students 87
Differences between the public and private TVUC students 89
Differences between the technological university and
technological college students 91
TVUC students’ motivation and attitudes 92
The advantages and disadvantages 96
Findings of TVUC Students’ Difficulties in the Use of
EOCA textbooks ..98
Finding of the Relationship between Teachers’ Perceptions
and Students’ Opinions 100
Findings of the Executive Effect of the Educational Policy 105
TVUC teachers and students’ understandings 106
TVUC teachers and students’ thoughts 107
The distribution of the use of EOCA textbooks in TVUC 109
Brief Summary of the Results 115
CHAPTER 5 119
Conclusion 119
Findings of the Study 119
Discussion 123
Pedagogical Implications 128
Suggestions for Future Studies 132
References 134
Appendix A: Teacher’s Questionnaire 147
Appendix B: Teacher’s Questionnaire (Chinese Version) 157
Appendix C: Student’s Questionnaire 165
Appendix D: Student’s Questionnaire (Chinese Version) 175
Appendix E: Distribution of the Participants 183
Appendix F: Demographic Data 184

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